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WHOLE LANGUAGE

WHOLE LANGUAGE. BACKGROUND. The Whole Language was created in the 1980s by a group of U.S. Educators. The Whole Language was found by BERGERON (1990). The Whole Language movement argues that language should be taught as a “whole”.

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WHOLE LANGUAGE

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  1. WHOLE LANGUAGE

  2. BACKGROUND • The Whole Language was created in the 1980s by a group of U.S. Educators. • The Whole Language was found by BERGERON (1990). • The Whole Language movement argues that language should be taught as a “whole”. • The Whole Language aims to help young children to read and write naturally with a focus on real communication, and to do these skills for pleasure.

  3. THEORY OF LANGUAGE AND OF LEARNING • Whole Language views language as a vehicle for human communication. • Whole Language also views language psycholinguistically as a vehicle; - for internal interaction - for egocentric speech - for thinking • Constructivist learners should create meaning, learn by doing and work collaboratively in mixed groups on common projects.

  4. THE MAJOR PRINCIPLES of WHOLE LANGUAGE • The use of authentic literature rather than artificial, specially prepared texts and exercises designed to practice individual reading skills. • A focus on real and natural events relate to the students’ experience. • The reading of real texts of high interest, particularly literature. • Reading for the sake of comprehension and for a real purpose. • Writing for a real audience and not simply to practice writing skills.

  5. Writing as a process through which learners explore and discover meaning. • The use of student-produced texts. • Integration of reading, writing, and other skills. • Student-centered learning. • Reading and writing in partnership with other learner. • Encouragement of risk taking and the acceptance of errors.

  6. THE ROLES of TEACHERS • The teachers ; - are facilitators and active participants - should not follow a preplanned lesson plan - should support collaborative learning - should negotiate a plan of work with the learners.

  7. THE ROLES of LEARNERS • The learners are ; - collaborators - evaluators - self directed - selectors of learning materials and activities.

  8. THE ROLES of MATERIALS • Using real-world materials ( e.g. a piece of literature ). • Students ought to bring newspapers, signs, handbills, storybooks, and printed materials to class. • Students should produce their own materials.

  9. CLASSROOM FEATURES • Bergeron found only four classroom features; - the use of literature - the use of process writing - encouragement of cooperative learning among students - concern for students’ attitude

  10. ACTIVITIES in WHOLE LANGUAGE - Individual and small group reading and writing - Ungraded dialogue journals - Writing portfolios - Writing conferences - Student-made books - Story writing

  11. PROS Focusing on experiences and activities Using authentic materials Facilitating the development of all aspects of a second language CONS Proposals are seen as anti-direct teaching, anti-skills and anti-materials Authentic texts might be insufficient to support second language learning PROS and CONS of WHOLE LANGUAGE

  12. THANK YOU FOR LISTENINGDidem YAPICI Sinan YESILOGLU

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